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Middle Years Programme Unit planner 1
Teacher(s) Indu Dudeja, Kshama Sharma Subject group and discipline science
Unit title Classifying the living world MYP year 1 Unit duration (hrs)
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Relationship
Patterns and forms Identities and relationships
Statement of inquiry
Understanding relationship among the organisms based on their forms and patterns that can lead to create classifications based on identities.
Inquiry questions
Factual— What are the key features of living organisms?
How can we classify the living organism based on their characters?
Conceptual— How does the classification helps us to understand species?
How do we use dichotomous key to construct and scientifically name an organism?
Debatable—do you think that the current 6 kingdom classification system would change in the future? Explain your answer.
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Objectives Summative assessment
A. Knowing and Understanding
A.1.i explain scientific knowledge
A.1. ii. apply scientific knowledge and
understanding to solve problems set in familiar
and unfamiliar situations
B. Inquiring and designing
B.1.i Explain a problem or question to be tested
through scientific investigation
B1. Design scientific investigation
C. Processing and evaluating
i. present collected and transformed data
ii. interpret data and outline results using
scientific reasoning
Outline of summative assessment task(s) including assessment criteria:
Relationship between summative assessment task(s) and statement of inquiry:
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Approaches to learning (ATL)
Action: Teaching and learning through inquiry
Content Learning process
Learning experiences and teaching strategies
Formative assessment
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Differentiation
Resources
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
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Middle Years Programme Unit planner 1
Teacher(s) Kshama Sharma, Indu Dudeja
Subject group and discipline
Unit title Forces and safety MYP year 1 Unit duration (hrs)
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Change
Balance and movement Identities and relationships
Statement of inquiry
Understanding the change in motion of an object due to various forces can improve safety in our lives.
Inquiry questions
Factual—
1. What type of forces exist?
2. What effect does friction have in our life?
3. How is speed calculated?
Conceptual—
1. How does knowledge of gravitational force help us understand sports?
2. How is knowledge of forces used when designing safety equipment for sports or our daily lives?
3. How do balanced and unbalanced forces relate to the movement of objects?
Debatable—
1. Should safety gear be compulsory when playing contact sports?
2. Why do many people think a force is needed to keep an object moving at constant speed?
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Objectives Summative assessment
Outline of summative assessment task(s) including assessment criteria:
Relationship between summative assessment task(s) and statement of inquiry:
Approaches to learning (ATL)
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Action: Teaching and learning through inquiry
Content Learning process
Learning experiences and teaching strategies
Formative assessment
Differentiation
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Resources
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
Middle Years Programme Unit planner 1
Teacher(s) Indu Dudeja, Kshama Sharma Subject group and discipline Science (Biology)
Unit title Cell and diseases MYP year 1 Unit duration (hrs) 30 hrs
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Systems
Form and consequences identities and relationships
Statement of inquiry
Understanding a system can prevent undesirable consequences and promote a healthy lifestyle.
Inquiry questions
Factual—
What do cells look like?
What are the different organelles of the cells and what are their functions?
What are the different types of cells present in human body?
Conceptual—
Importance of biologically important compounds like carbohydrates, fats, proteins etc.
Understanding how unhealthy and unbalanced diet leads to deficiency diseases.
Debatable—
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To what extent understanding the functions of a cell and role of healthy lifestyle can help in curing the deficiency diseases in cells.
Objectives Summative assessment
1. Understanding how the
systems in a unicellular
or multicellular organism
work together to support
the organism.
2. Knowing that cell and its
functioning is dependent
on its environment,
nutrition or food it
receive.
3. Explaining how major
systems and processes
work together in animals
and plants, including
relationships between
organelles, cells, tissues,
organs, organ systems,
and organisms.
4. knowing how health of a
single cell is related to the
Outline of summative assessment task(s) including assessment criteria:
Summative Task:
1. In the link mentioned below you are provided with WHO’s data of diseases in India.
Open the following link:
Choose one category of disease of your choice and collect WHO’s data about that particular disease.
Collect appropriate data related to the questions asked below:
Which disease is chosen by you?
Find out major facts for the occurrence of that disease and suggest solutions to deal with that particular disease.
How these diseases have affected the population size over the years? Show your data in the form of bar graphs or line graphs.
Explain what role does nutrition plays in prevention/ cure of these diseases.
Reflect upon the role of WHO and Indian government in
Relationship between summative assessment task(s) and statement of inquiry:
The learner will be able to understand the role of nutrition for a cell to stop or to deal with any kind of deficiency disease which may happen in future due to inadequate uptake of nutrients through diet or pollution….
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healthy living.
5. Reflecting on how
incomplete diet and
unhealthy eating leads to
the consequences for
deficiency diseases.
controlling the spread of diseases?
Approaches to learning (ATL)
Skill category: Thinking
Skill cluster: Critical thinking skills
In order to interpret information to make scientifically supported statements students must
Practise observing carefully in order to recognize problems
Gather and organize relevant information to formulate an argument
Skill category: communication, research
Skill cluster: communication skills, Information literacy skills
In order to discuss the validity of method the student must
Negotiate ideas and knowledge with peers and teachers
Collect, record and verify data
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Process data and report results
Skill category: self-management and research.
Skill cluster: Reflection skills and information literacy skills
In order to Describe and summarize the various implications of the use of science and its application in solving a specific problem or issue
student must
Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
Collect and analyse data to identify solutions and make informed decisions
Action: Teaching and learning through inquiry
Content Learning process
1. Know: Cell organelles and functions, the differences among plant, animal, and bacterial cells, relationships between cells, organelles, tissues, organs, organ system, cell and its environment, what does it mean to be alive.
2. Understand: relate cell organelles to their functions, the process of diffusion and osmosis, biologically important compounds: carbohydrates, proteins, fats, vitamins, mineral etc; healthy eating; deficiency diseases; social, ethical and health consequences related with food we eat.
3. Do: Experimental skills (Microscope handling), designing, conducting and communicating the results of a scientific
Learning experiences and teaching strategies
Formative assessment
1. Design a weekly chart to ensure that the child of age group (11-13) will get a
proper/ complete nutrition during week through meals in coherence to energy
consumption and Compare it with your present diet and reflect if it is deficient of
any integral or important component of nutrition on regular basis which may lead
to deficiency disease.
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investigation, research skills
4. Labs:
Osmosis investigation
Diffusion
Observation of plant cell
Observation of animal cell
Checking presence of food components like protein, fat, carbohydrates etc.
Design a weekly diet chart for a child of age group (11-13) to ensure that he/she will
get a proper/ complete nutrition during a week in coherence with energy
consumption due to his/her physical and mental activities.
Reflect upon present diet chart, if it is deficient of any integral or important
component of nutrition on regular basis which deficiency disease might be caused
by it.
Differentiation
Resources
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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
Middle Years Programme Unit planner 1
Teacher(s) Kshama Sharma Subject group and
discipline Sciences
Unit title 2 changes in matter? MYP year 1 Unit duration (hrs) 20
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Change Form
the visible shape or configuration of something.
Transformation a marked change in form, nature,
or appearance.
Scientific and technical innovation the impact of scientific and technological advances on communities and
environments; the impact of environments on human activity; how
humans adapt environments to their needs.
Statement of
inquiry
Small changes in the forms of various matter brought out by advancement of science led to imbalance of environmental conditions
Inquiry questions
Factual –
What is matter?
What is particle nature of matter?
How do we classify matter?
How do physical changes happen?
Conceptual –
How might physical changes help us to manipulate matter?
How does temperature affect the state of a matter?
Debatable –
To what extent do scientific innovations be able to cut down on greenhouse gas emissions to limit global warming over the next century?
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Objectives Summative assessment
Outline of summative assessment task(s) including assessment criteria: Relationship between summative assessment
task(s) and statement of inquiry:
A: All strands D: All strands
EoUA :
Students will attempt a question paper based on criteria A and D.
Criteria A assessment is based on understanding, applying and interpreting
the scientific knowledge.
Criteria D is based on the reflection on the article published in Physics
Today September 2018.
‘Can carbon capture from air shift the climate change equation?
EoUA gives students the opportunity to relate the
current scientific advancement and development
to address the recent global environmental issues
like Global warming as the impact of industrial
revolution and increasing amount of greenhouse
gases.
Approaches to learning (ATL)
Information literacy skills:
make connections between sources of information access information to be informed and inform others
Critical-thinking skills:
practise observing carefully in order to recognize problems gather and organize relevant information to formulate an argument interpret data draw reasonable conclusions and generalizations analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding
Creative-thinking skills:
make guesses, ask ‘what if’ questions and generate testable hypotheses create novel solutions to authentic problems
Transfer skills:
apply skills and knowledge in unfamiliar situations
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Action: Teaching and learning through inquiry
Content Learning process
All students should know and
understand
Matter Solid Liquid Gas Plasma Particle Theory of Matter Change of state of matter Vaporization Boiling Difference between Boiling
and Evaporation. Factors effecting evaporation Melting Freezing Diffusion Sublimation What is meant by room
temperature? Water cycle Weather Global warming Acid rain Heating and cooling curve
Learning experiences and teaching strategies
The learner profile disposition for this unit is caring and the unit builds on the skills of question-
forming in Chapter 1 to formatively develop key science skills for hypothesizing, predicting, and
evaluating in the context of structured experiments. The main summative assessment is then an
opportunity to put these skills to draw conclusion and reflect based on others scientific investigation
and research work.
Activity: Material words
This starter activity aims to familiarize students with different material types and revise key
vocabulary. Many students may have done similar activities in the primary/elementary phase.
States of Matter
http://www.collaborativelearning.org/statesofmatter.pdf
Activity: Three states of matter
Introduction of three states of matter and their properties.
Particle Theory of matter https://www.slideshare.net/OhMiss/particle-theory-of-matter-6425617
https://www.abpischools.org.uk/topic/solids-liquids-gases/2
https://www.abpischools.org.uk/public/documents/legacy/solids-liquids-gases/propemat.pdf
Activity: Water cycle
Student will observe a picture of water cycle and label it with different changes that occur on
different levels of water cycle.
In this activity students identify different form of matters and their interchange due to variation in
temperature and pressure.
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Students should be able to reflect upon
the impact of changes of state of matter
in nature and environment in form of
water cycle, acid rain, global warming.
This activity introduces the water (hydrological) cycle. It also encourages students to understand
and use key vocabulary for state changes.
Stimulation
Students will be able to relate the effect of temperature and pressure on the intermolecular forces
and configuration.
https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-
basics_en.html
This activity allows students to identify change in state of water in water cycle and how it occurs
due to variation of temperature and pressure.
Activity: Heating and cooling curve
Individually, and in pairs: The activity allows students to investigate factors affecting state of
matter. Independent/controlled variables could be time. The dependent variables might include
the temperature of matter.
Students will investigate the effect of heat/temperature on the state of matter w.r.t. They will plot
graph between time and temperature.
Based on particle theory, they will be able to interpret the graph and constant temperature during
the change in state.
Activity: Diffusion (See–Think–Wonder)
Students will observe diffusion of ink drop in water at room temperature and will conclude the
movement of particle on the basis of particle theory.
Activity: Avalanche breakdown (See–Think–Wonder)
https://www.youtube.com/watch?v=qNOBWC9FB1c
https://www.youtube.com/watch?v=sy2ItGtC5Wk Student will watch the video of glacier melting /avalanche breakdown and understand it as an impact of
global warming.
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Formative assessment 1.
Criterion A: Knowing and Understanding
Inquiry question: To compare amount of free space in solids, liquids and gases.
Work in group of three students each.
Take one syringe and fill it three quarters with water. Make sure there is no air inside the syringe, only
water.
In another syringe draw some air.
Place the sand in the other syringe. Close the outlet of each syringe.
Compress each syringe as hard as possible and make sure you keep the end sealed.
Formative assessment 2.
Criterion D: Reflecting on the impacts of science
Case study based on glaciers.
Differentiation
Students are supported in developing and organizing their understanding through the use of a variety
of graphic organizers, templates, modelled activities, and examples.
Opportunities for independent/partner extensions and explorations through online research allow
students to engage in the inquiry process according to their individualized learning needs and
interests.
The open-ended summative assessment and writing templates allow students to more independently
engage in the inquiry process according to their individualized learning needs and interests.
Resources link shared in content booklet
and along with topics.
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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
Resource hodder..Change in form represents a transformation. The transformation of form demonstrates change. Transformation of form can identify the type of change.
Middle Years Programme Unit planner 1
Teacher(s) Kshama Sharma, Indu Dudeja Subject group and discipline
MYP Science
Unit title What do scientists do. MYP year 1 Unit duration (hrs)
3 wks
Key concept Related concept(s) Global context
Relationship Patterns, evidence Identities and relationship
Statement of inquiry
To be a scientist means to gather evidence about similarity and difference in nature to understand how things are related.
Inquiry questions
Factual— 1) How do scientist behave? 2) How is a laboratory different? 3) What is an experiment?
Conceptual—How are scientific theories made?
Debatable—Can science tell us everything we need to know?
Objectives Summative assessment
B. Inquiring and designing
How can we make a paper airplane travel farther?
Lab Report Students design a lab experiment, test their hypothesis, collect and record data,
Relationship between summative assessment task(s) and statement of inquiry:
Students will be able to demonstrate an
Middle Years Programme Unit planner 2
All strands.
C. Processing and evaluating
All strands.
produce a Lab report. Students may compose a Lab Report as a poster, use photos over time, create a power point, or generate a visual report in a manner the student prefers. Lab report must include logical steps of the scientific method (question/problem, hypothesis, materials, gathered data in data table, and graphed results of experiment) plus student must identify the variables in the investigations.
understanding of how they collect accurate data in a scientific experiment. Students will learn- scientific inquiry can prove, disprove or be inconclusive about a hypothesis. Students learn the importance of accurate data as data can influence what you think and foster new understanding. Students will be able to site an example of how knowledge gained from experiments and/or technology can change a person’s viewpoints as data can be a powerful persuader.
Approaches to learning (ATL)
Critical thinking skills
Organize relevant information to formulate an argument.
Practise observing carefully in order to recognize problems.
Evaluate evidence and arguments.
Formulate questions
Media literacy
Access information to be informed and inform others
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Make connections between various sources of information
Communication
Give and receive meaningful feedback
Negotiate ideas and knowledge with peers and teachers
Make inferences and draw conclusions
Collaborative skills
Exercise leadership and take on a variety of roles within groups
Give and receive meaningful feedback
Action: Teaching and learning through inquiry
Content Learning process
A. How do scientists behave?
B. In the laboratory
C. What is an experiment?
Al l St udent s s houl d
Know: Scientific Method, Extinction Level Event
Understand: How the Scientific Method is used to answer the questions: Steps
Learning experiences and teaching strategies
1. Lab visit: Visiting the different laboratories of the school, observing the apparatus, code of conduct to be followed in the lab. Brainstorming ideas and reasons to take safety measures to be taken before any experiment
2. Students will frame their own lab guidelines/precautions/rules keeping the risk in mind.
3. Start the inquiry with the key words- analytical, rational and methodical
4. Introducing scientific inquiry questions- See- Think- Wonder
Student will comprehend their observation on the worksheet.
5. To introduce the process of experiment with the help of an experiment of
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included
1. Make an observation/Frame an inquiry question.
2. Select the variable. 3. Form a hypothesis, or testable
explanation. 4. Make a prediction based on the
hypothesis. 5. Test the prediction. 6. Iterate: use the results to make
new hypotheses or predictions. Do: Lab Safety, Scientific Method/Experimental Cycle, variables and hypothesis formulation, Lab report format.
conditions necessary for photosynthesis- introducing the key terms variable, independent, dependent and controlled variables.
6. Identify Variables for the different experiments and unknown situation (group activity)
7. Practicing of hypothesis formulation in the specific format of ‘if’ and ‘then’. 8. Worked for the science project in the science exhibition. To understand the
steps of experimentation.
9. Performed experiment to check ‘effect of temperature on solubility of sugar in tap water’. Started with inquiry question followed the steps till result and conclusion.
Formative assessment
1. Students will understand cause and effect relationship amongst the physical
quantities that brings desirable changes during experiments.
They will be able to identify types of variables involved for the experiment
shown in video and will formulate the hypothesis based on cause and
effect relationship:
https://www.youtube.com/watch?v=wAASkJaDyzk
2. Students will perform an experiment to study the effect of salt on the ice
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cubes after reading and following the procedure steps given in task.
And will collect, organize, transform and present data to conclude the
effect of salt on ice.
Differentiation
1. reinforcement provided to the students those are not able to attain the desired objectives/outcome.
2. Hints for variables / some specific guidelines can be provided to support the learning and understanding process according to the requirement of average and below average students.
3. Peer tutoring adopted for slow learner.
Resources
https://www.wikihow.com/Think-Like-a-Scientist
https://www.khanacademy.org/science/high-school-biology/hs-biology-foundations/hs-biology-and-the-scientific-method/a/the-science-of-biology
http://www.schoolofdragons.com/?lang=en :game
www.stevespanglerscience.com/lab/experiments/penny-drops/
www.youtube.com/watch?v=BleCJJAKKgw
www.telegraph.co.uk/news/science/space/10899919/Hubble-captures-star-explosion-over-four-years.html
www.youtube.com/watch?v=7MLWHGRnqfl
Sciences Hodder education: Paul Morris and Patricia Deo
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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
For MYP 1 students designing an experiment with controlled and independent variables seems to be difficult.
Students might need individual support to explore and inquiry.
Few students understand variables and hypothesis for known situation only but not able identify and apply unforeseen conditions.
Identifying variables as an abstract concept is challenging for this age group of students.
Variables in unfamiliar situations and conditions is a difficult concept at this early level it should either limits to familiar situation or